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European University Association

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European University Association

EUA is a community of over 900 members and affiliates. https://bit.ly/SubscribeEUANewsletters

It represents universities and national rectors’ conferences in 48 European countries, as well as affiliated organisations and networks based both in and beyond Europe. The European University Association (EUA) represents and supports more than 850 higher education institutions in 49 countries. Members of the Association are European universities involved in teaching and research, national associa

tions of rectors and other organisations active in higher education and research. EUA plays an essential role in shaping tomorrow’s European higher education and research landscape thanks to its unique knowledge of the sector and the diversity of its members. The Association’s mandate in the Bologna Process, contribution to EU research policy-making and relations with intergovernmental organisations, European institutions and international associations, ensure its capacity to debate issues which are crucial for universities in relation to higher education, research and innovation.

22/08/2026

A recent quantitative data from the EUA greening and sustainability report 2025 show that 84% of EUA members have a sustainability strategy in place, an increase of 23% compared to 2021. 📈

With this feature in mind, the purpose of this briefing, published in December 2025, is to map how European universities frame sustainability in their strategic documents. The report outlines three dimensions in the framing of universities’ sustainability strategies:
1. behaviour-oriented, 🧠
2. value-oriented and 🧭
3. target-oriented. 🎯

These dimensions are not fixed positions. They evolve over time as universities reassess their strategies, respond to external pressures and experiment with new approaches to sustainability. 🌱 ♟️

The mapping is based on an AI-assisted analysis of approximately 100 institutional strategies, roadmaps and action plans published between 2018 and 2025 and submitted to the European University Association through its 2021 and 2025 sustainability and greening surveys.

Read the briefing at https://bit.ly/4rSuFAy

21/08/2026

A report from EUA's 2025 Thematic Peer Group explores the conditions that support universities in offering effective staff development for enhancing collaboration across borders. 📘

In addition, the group considered staff development organised in the context of (but not exclusively) the European Universities alliances.

Key findings:
🔑 Both tangible factors (e.g. resources) as well as intangible ones (e.g. values) have an impact on the degree to which a university can successfully implement transnational staff development in learning and teaching.

🔑 Strengthening transnational staff development is an investment in people that pays off in terms of institutional innovation and global connectivity, but also in learning and teaching.

The group was organised in the context of the Erasmus+ co-funded “Staff development for learning and teaching at European universities” ( ) project, which analyses how staff development and academic assessment are conducted at European higher education institutions.

Read the report at https://bit.ly/3OlHR1Q

20/08/2026

In today’s rapidly changing world, universities must think ahead to secure their own future, strengthen resilience and gain preparedness. 🛡️ This means defining their role and responding to the political drive for competitiveness, security and sustainable prosperity. To do so, universities need to take a longer-term perspective that considers how policies interplay with societal, technological, economic and environmental developments likely to shape the future of higher education, research and innovation.

🔮 For this purpose, this report presents three different forecasts, or pictures of alternative futures, based on futures thinking and foresight. These forecasts are meant to inspire reflection and discussion, they by no means try to predict the future, nor do they represent a political position of EUA towards any of the scenarios.

All three forecasts are set ten years in the future, in the Europe of 2035:
Forecast 1: Europe's resurrection 📈
Forecast 2: Tech oligarchy under US hegemony 👁️ 💻
Forecast 3: Fragmented society 🧍 🚧 🧍

To identify signals and drivers of change, the report authors conducted desk research and discussions with university leaders in workshops and interviews.📝 How did university leaders react to each forecast?

Worth revisiting, whether you're reading it for the first or second time: https://bit.ly/4hvOjgN

19/08/2026

How can universities strengthen the quality and impact of staff development in teaching? 📘

A report from the European University Association’s 2025 Thematic Peer Group on ‘Ensuring the quality and impact of staff development in teaching’ explores how staff development connects to the quality of learning and teaching, student experience, and institutional culture. It also offers recommendations and examples of practice to improve and amplify its quality and impact.

The report highlights three key messages:
✔ Staff development in teaching boosts the quality of student learning by challenging and changing the learning and teaching cultures in higher education – supporting teaching staff to instil a future-ready learning and teaching culture that embraces innovation and adaptability.
✔ Students are calling for a staff development system that gives priority to practical, regularly updated pedagogical skills, robust assessment and feedback techniques
✔ The quality and impact of staff development are defined by the balance between keeping pace with innovation and student needs, and ensuring the longer-term sustainability of teaching through continuous innovation.

The group was organised in the context of the Erasmus+ co-funded “Staff development for learning and teaching at European universities” ( ) project, which analyses how staff development and academic assessment are conducted at European higher education institutions.

🔗 Read the report: https://bit.ly/4dyezHu

18/08/2026

Automatic recognition has received much attention in European higher education policy circles in recent years, due to its promise of greatly facilitating recognition procedures and thus mobility. Yet understandings and approaches to the concept vary greatly across the European Higher Education Area (EHEA).

📄 Earlier this year, EUA published a briefing focusing on the automatic recognition of higher education qualifications, which most commonly applies when a prospective student aims to have their higher education degree recognised in another country in order to continue their studies there. It aims to unpack the concept, its various facets and history, while pointing out common misinterpretations:

Where does the term “automatic recognition” come from❓
What is the state of implementation in the EHEA? 🌍
What are the implications for higher education institutions? 🏫

Read the briefing at https://bit.ly/41XfWIE

17/08/2026

A community- and peer-based culture in teaching can transform attitudes towards staff development. 🎓🤝

The European University Association’s 2025 Learning & Teaching Thematic Peer Group focused on “Enhancing teacher engagement and expanding staff development opportunities” and examined how universities can organise, sustain and expand staff engagement in development opportunities. The new report shares the findings—starting with the systemic challenges that often limit engagement.

Key priorities identified:
✅ Recognition of quality teaching
✅ Community-building and peer exchange
✅ Positive, purposeful communication about development opportunities 📣

The group was organised in the context of the Erasmus+ co-funded “Staff development for learning and teaching at European universities” ( ) project, which analyses how staff development and academic assessment are conducted at European higher education institutions. Another aim of the project is to strengthen institutional capacity and strategies with regard to staff development.

🔗 Read the report at https://bit.ly/4b7HiQr

16/08/2026

“This is quite important for us as, maybe as lawyers, because we on the one hand what we as lawyers, as we teach law students, we teach them to apply the letter of the law. The judge should be blind and just stick to the letter of the law. But on the other hand, you have to understand the whole complexity of real human problems which are behind that.”

What does a university class on sustainability look like and who is sitting in it? 🙋

🎙️ In this episode of the Sustainability Spaces EUA podcast, Thomas Ekman Jørgensen visits a 17th-century palace in Kraków, now home to Uniwersytet Jagielloński. Here, he finds two lawyers reinventing how a university teaches sustainability across borders.

👩‍⚖️ Lena Helińska chose law because reality is complex and law is always about reality. 🌊 Piotr Szwedo spent years teaching international water law, until he realised that behind every legal norm there is a human problem that no legal text alone can solve. Today they are co-building BASUS – the Una Europa alliance’s Joint Bachelor’s in Sustainability across 11 European universities.

🎧 Listen to episode 2: 𝘛𝘦𝘢𝘤𝘩𝘪𝘯𝘨 𝘴𝘶𝘴𝘵𝘢𝘪𝘯𝘢𝘣𝘪𝘭𝘪𝘵𝘺 𝘢𝘤𝘳𝘰𝘴𝘴 𝘣𝘰𝘳𝘥𝘦𝘳𝘴 on Spotify, Apple Podcasts and RSS at https://bit.ly/m/EUApodcast

14/08/2026

ICYMI: The European University Association calls for an ambitious Erasmus+ budget of at least €60 billion for 2028-2034.

In a challenging geopolitical and economic context, strengthening cross-border education is one of many urgent tasks that the EU’s next long-term budget must address.

📄 This policy input, published in late 2025, outlines some key considerations, which build upon EUA’s detailed analysis and recommendations on Erasmus+, based on the experiences of 500 higher education institutions with the programme:

1. Increase the Erasmus+ budget.
2. Allocate tentative budgets to sectors and actions.
3. Clarify the proposal for full degree scholarships of excellence in strategic fields, including in joint study programmes.
4. Continue the European Universities Initiative.
5. Continue to focus on inclusion, as well as other societal priorities.
6. Contribute to Europe’s priorities through an open programme.
7. Make the most of the lessons learnt from the current programme.

Read it at https://bit.ly/3LVwnRf

13/08/2026

How are universities putting sustainability and greening into practice? 🌱

As part of EUA’s 2025 survey, institutions shared examples of good practices, spanning research, teaching, student life governance and infrastructure – demonstrating how European universities are integrating sustainability and greening across strategy, operations and community engagement.

For example:
🔬 Universities promote sustainability and greening in R&I through dedicated institutes and living labs that address themes such as energy, biodiversity, housing, and climate adaptation, often in partnership with local communities and external stakeholders.
🔋 Technical innovation plays a central role, sometimes with very tangible impacts. Universities have put in place renewable energy installations, biomass heating, advanced building management systems and energy-efficient renovations. Several noted significant reductions in CO₂ emissions, energy use and waste.
🏛️ For education, good practices include mandatory sustainability courses for undergraduates, training for staff and doctoral candidates and lifelong learning modules.
📅 Events and cultural projects also help embed sustainability into campus life and raise awareness, e.g. summer schools and sustainability days.
♻️ Campus and student initiatives further strengthen impact through recycling programmes, bans on single-use plastics, biodiversity projects, bike-repair stations, and student-led Green Offices.

What sustainability and greening initiatives are up and running at your university?

Read the report in full at https://bit.ly/3M4k2tZ

12/08/2026

What would it take for staff development in higher education to truly and durably transform teaching and learning?

For Katarina Mårtensson, Professor of Higher Education at Lund University, universities can help make teaching a collective, visible and research-informed activity by linking informal and formal practices and underpinning a culture of collegial conversations and sharing. 🎓

In her article, Katarina weighs in on how we can get teachers to open up about their work, how universities can build a supportive environment for teachers, but also the necessity for teaching to be recognised as a collective, scholarly endeavour. 📝

This article is based on the author’s keynote presentation at the 2026 European Learning & Teaching Forum – ‘Impactful staff development for educational transformation’ at Universidade Católica Portuguesa, Lisbon, Portugal, in February 2026, and is part of our most-read Expert Voices collection from the first half of the year.

Read the article in full at https://bit.ly/49tmCCv

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